Abstract:

The shift to remote-learning across universities with the onset of the COVID-19 pandemic laid bare the inequities in access to education technologies. Access to quality education was immediately dependent on student and faculty technology capabilities and Wi-Fi connections. Class sessions were now almost as much about content as about learning the skills needed to effectively participate in the discussions mostly via Zoom. Situating students as experts in an environment many faculty are novices in, the paper argues for a shift from “sage-on-stage” to “student as co-designer” of class content and format. Remote-learning is distinctly different from online learning and requires a new pedagogical framework to accommodate and acknowledge multiple ways of participation and engagement, in addition to variations in connectivity and technical devices. This paper uses a critical framework to present case studies of recent remote learning experiences at the University of Washington Tacoma, as well as the role of design thinking in shifting students from learners to innovators. Case studies of the virtual classroom experience provides an opportunity to discuss equity, access, and the role of the teacher in ensuring democratic and fair participation. Case studies also revealed the new discoveries in how communities can come together in a time of crisis. The paper concludes with important considerations for the remote learning environment that is going to be part of the long-term reality of our globalized world. It offers new perspectives in community building through virtual platforms in the time of crisis.

Keywords:

Remote learning, Zoom affordances, design thinking, media globalization, crisis and communities, pedagogical innovation.